The recent floods brought an unexpected visitor—a small crab, missing one of its pincers, who found its way to us.

Before we knew, we had our preschoolers crowding around the crab, wonder in action. Instantly, the children’s curiosity sparked a wave of questions and ideas:

“Can we give it food?”
“Why is it opening its mouth?”
“What if we give it an egg?”—“No, he won’t like egg.”
“Then let’s give him a potato!”
“Maybe we should ask H Sir what crabs eat.”
“It has green eyes!”
“We want to take care of him.”

One child chimed in, “I like to eat carbs.” Another giggled, “You like to eat this crabs, huh?”
“Can we put it in our turtle pond?” someone asked. “Because it likes to swim!”
“I’ve only seen pretend crabs.”

I wonder why?

Why is it called the periodic table? Have you wondered? I asked a bunch of 9-year-olds who had been introduced to the periodic table recently. Hands went up enthusiastically in the air.

D: Ma'm I think it is because of the time period
S: Yes, like when they were found
Me: You mean like the timeline?
D: Yes, yes, like that
Me: That is an interesting hypothesis of why it is called the 'periodic table'. Anyone else?
I: I think it is because the elements are arranged in the order of their weight
Me: That is partly right. However, they could have called it the 'weight table' or the 'element line' like the number line right? Why is it called 'periodic'?

Since classes are online one of them, P (googles the answer and starts reading it out)
​
Me: P, I know there is an explanation of what is a periodic table is on Google. If you can read and tell me why that makes it periodic I'd like to hear that (she nods). Okay, anyone else?
S: Maybe, they are arranged by their use?
Me: Then it could be called the 'use table' or 'benefits table' why is it called 'periodic'?
(they are all silent and thinking)
Me: Think of the word periodic in the context of a swing or pendulum. What happens?
S: It goes back and forth
D: Again and again
Me: Yes. Ishaan was partly right, the elements were arranged in the order of weight but they realized that after every eight elements the properties seem to repeat and the group of elements seem to be more like each other than other sets. This seemed to be a periodic pattern across and hence, it is called Periodic Table. This way learning about each group gives you a lot of information about the similarities and differences between the same and other groups.

The 'why' of 'what' children are learning is important to them. Not just for a deep understanding of the topic but also to figure out ways to master the content. They learn to establish connections to remember the reason behind what they are learning as well as, in this context, how scientists thought about problems that were beyond them and what led to the discovery of knowledge that we hold so fundamental in today's understanding of science.

Contributed by Sreeja Iyer, CEO of Sparkling Mindz Global Preschool, ​School, and Afterschool.
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#sparklingmindzglobal
#inspiringstory
#everychilcan
#changemakers

On a bright sunny day, the Falcons (11, 12 and 13 year olds) and 2 facilitators headed out on an explore mission to a science exhibition called Submerge. An explore mission is one where a group of students experience either an activity, experiment or so, and generate unlimited wonder questions. That day’s mission was part of a unique learning game in the learning area called SIE (Scientific Inquiry and Experimentation) and these set of students have been playing the game for about a year now.

Excited and curious, this bunch of children got into their school bus with sheets for them to write their observations and questions on, based on the exhibition. While on the bus, one of our students called the school bus a ‘Guardians of Science mobile!’ Upon hearing this, another immediately added, “We could travel around learning about science and have our own exhibit everywhere we go!” While on their way, they pondered on and discussed questions, such as ‘Where are we going ? What is being showcased ? Who is doing this?’ and many many more.

Upon reaching there, we split ourselves into groups to explore multiple exhibits at once. Once we stepped in, we were all constantly left to wonder. Hanging by a wall were 4 metal plates that seemed to make some kind of sound. The mediator asked us what we thought about what it was, what could be a possible reason for the creator to have made this… At this time, S used his detective observation skills to answer we unlocked more and more of the story of gold mines in Colorado and how a river is polluted by Aluminium, Steel, Copper and Lead. And on one side, M was thoroughly amazed as that was the first time M had seen art, science, storytelling and technology put together to create something so amazing!

Some of the other exhibits that were showcased were- a plant called Argus that can detect lead in the soil, an electrolysis equipment that helped us hear the sound of various lakes in Bangalore and so much more. The guardians of science stopped at nothing! They were on a mission- constantly asking and writing questions that would help them set off on a journey to make connections and learn Chemistry deeper. Our questions spread wider as we saw data systems that measured climate and brine shrimp that lay dormant. Amazed, M commented, “ They put science, so many other areas like art, music, social change, farming and all of them together. Can our experiments be this cool?”. As we covered more of the exhibition, we saw more that showcased the combined ability for engineering and science to create an impact, a water fountain made from puddles and a vertical garden of a certain kind of weed that some villages in Bangalore (Karnataka) cook and eat. 

With eyes wide open and still remembering, wondering and questioning everything that we saw, we finally sat down to eat and reflect. Post our reflection on what we saw and what we learned, we headed back to school. Some of us shared about how there is so much purpose around us and how it is just a grasp away, that we should just go and find it. Facilitator S mentioned how our careers in the future are going to cross functional and that we will most likely be working on creating impact using knowledge and skills from various areas, merging everything, just like how the exhibition merged science, art, storytelling and technology! And finally, through this experience we fuelled our curiosity, collected unlimited wonder questions, connected to the world of science and explored Chemistry. 

#sparklingmindzglobalschool
​#sparklingmindzglobalpreschool
#inspiringconfidentlearners
#youngachieversacademy
#everychildcan
#experientiallearning
​#buildingcuriosity

Contributed by Sriram Kakarla, Learning Facilitator at Sparkling Mindz Global School.

Before the pandemic and online classes became the new normal, children at Sparkling Mindz had been discussing the 'power within me' in their House Circle. This was a culmination of the theme for the previous year and the various inspiring ways in which the children had engaged with it. 
With the online mode of operation becoming a reality, we decided to bring together their inspiration in the form of a newsletter. Now, if this newsletter had to take forward their House Circle Time, it had to be essentially 'for the students, of the students, by the students'. 
We are glad to say that it is - from compiling their individual inspirations, to documenting their journeys of finding the 'power within me' in the form of a cover story, adding other external elements like crosswords and quotes, requesting a facilitator to write a column, self-learning the aspects of layout on an online platform to the final writing, designing and reviewing - it is an example authentic student-work. It is not perfect, but glorious. It is not a 'product' but an output of genuine student-led learning. It is the start of a new learning curve. It is the first of the many SM Times' to come in the future. 

It's the month of August, the month that's special for every Indian. It was the month in which India achieved Independence from the British rule 73 years ago. As the rest of India celebrates this month by reminiscing the sacrifice of the various people who contributed to the Indian freedom movement, our pre-schoolers (5-6 year olds) at Sparkling Mindz began their discussion with a prompt "What do they love about India?" and the following were their responses along with how the discussion moved forward.

*Sh: I love that India is a big country and I love the national anthem.
Sh: Why do we sing the national anthem?
Ash: We sing national anthem to wish India*

This opened up an opportunity to discuss about the geography of India. The States, union territories and their capitals. How big India was before Independence and how big is it now and a little about the national anthem.
*Ana: I love that freedom fighters fought for our country*

This led us to discuss about who did the freedom fighters fight against and why? Why did the British East India company come to India? Who were the freedom fighters and how did they fight (Violence and Non violence)?

*Em: everywhere I travel in India, I love the buildings*
This led us to discuss about the famous monuments or heritage towns in India.

*Aad: I love India because it's colorful*
This opened up an opportunity to talk about the diversity in language, food, clothing, culture etc. And how inspite of our difference we love each other.
*Tan: I love India because it's beautiful*
*Abh: But, there are also people who litter in India*
This statement ignited a spark in the class and everybody seemed upset and concerned.
Facilitator: Why do you think people litter in India.
Abh: Because they are bad people.
Facilitator: It is? Sometimes in class we forget to follow ground rules, does that make us bad people?
Class: No, they just don't know the ground rules.
Facilitator: what do you think we should all do about this?
Tan: When somebody litters we can take it and throw in the dustbin.
Facilitator: Do you think they will learn if we pick up all the garbage for them? Is it possible for us to pick up all the garbage in India?
Ved: We need to clean our roads.
Abhi: We need to have more bins on the pathways.
Avy: We need to have poop bins for the dogs on the streets.
Adi: If you don't find garbage bin, keep it in a bag and throw it when you see a dust bin.
Post this discussion, children began reporting about littering incidents they come across on a daily basis while traveling from school to home and other places.
Noticing the concern and the spark in children to make a change, the facilitator gave them a choice to come up with ways to educate people on keeping India clean.
​
Few suggestions they came up with were-
1. Role play
2. Making placards
3. Making videos
4. Writing letters

Considering all their suggestion the facilitator helped them thread through a mime which they performed to educate their parents on Independence day. They also went about and wrote letters to people they see littering the streets. 

​Contributed by Yashika CG, Facilitator, Sparkling Mindz Global Preschool

The 4 year olds were making a circle with all of the colourful chairs around them for their usual Monday circle time. They had just gotten back from a 3 days long holiday and had lots to share! The circle was almost complete when Paridhi was just standing in the middle of the almost circle with an upset face, refusing to talk to anybody. 

"What happened Pari?", asked the facilitator (F).
Paridhi, with more tears," I want Elsa's chair!"

At this point, as the F seemed confused, children explained that the blue chair is Elsa's chair and the others are Aana's chairs. At this time there were no more blue chairs as children had all already occupied all of the rest, except for a green chair.

F continued," Why don't you take another chair and sit? Because there's no more blue chair."

Pari,"But that's Aana's chairs. I want to be Elsa!" and continues being upset. 

F noticed Tanmayi was sitting on a yellow chair and pointed at Tanmayi ,"See Tanmayi is sitting on a yellow one!", To which Tanmayi replied," I am sitting on yellow one because it is a bright colour chair. It is sun fairies,moon fairies, anything you want to be!"

F,"Oh wow! Did you hear that Pari? You can be aaaaaanything you want to be! What would you like to be other than Elsa?"

She thought for a few seconds and shouted with excitement," Butterfly!"

F,"Awesome! And which chair would you like to sit on?"

She pointed at the only available green chair and happily sat on it, and the problem was resolved.

With the right prompts, children can figure out solutions for themselves. It's important to understand the care-abouts of children in every situation as it helps to resolve issues at a deeper level, leaving everybody calmer and happier. 


Contributed by Sruthy Krishna, Sparkling Mindz Global Preschool.

We were preparing for the upcoming event in our school,  the Poetic Soiree.   In order to help the 2 - 4 year olds understand and connect to poems,  I had a discussion about nursery rhymes.  The children got excited and started reciting the rhymes that they knew.  And then we discussed about how " Twinkle Twinkle little star" was about curiosity and how " Johnny Johnny, 'yes papa!'" was a funny poem/rhyme.  

We also discussed about how every poem had a title followed by the poet's name. Then I asked children if they would like to come up with their own poems. Rishi got excited about the idea of signing his own name as the poet and  said he wanted to attempt one.  And he rattled off so spontaneously that I had to rush for a pen to jot down his ideas. He chose to make a poem about his favourite colour,  blue.  His poem went like this:

"Blue,  blue,
How you got into the sky?"

He paused and when I asked if he wanted to add few more lines, he said,

"You are so beautiful, 
You are so cute."

And then  he came up with a title, "Blue ". After jotting down his poem on the board,  I asked him,  what would be the poet's name and he said with an air of pride, "Rishi Mukherjee!" 

The 3 to 4 year olds at SM were having their Movement Song today and they were running, walking, jumping, clapping, singing...and just pretending to be different animals. Post this, the facilitator thought it would be a good idea to sing '5 little monkeys' to get the whole class together when they started to run all over the place. As soon as they started the rhyme, the facilitator was in for a surprise! The rhyme took a whole new turn itself! They wanted to be dragons instead. So we sang...as follows:

5 little dragons flying in the sky,
One fell off and bumped his head.
Mamma called the doctor and the doctor said,
No more dragons...

S: Ma'am, dragons don't get hurt. They get up say arrrrrrrrr and fly away. 
F: Okay. 
5 little dragons flying in the sky,
One fell off and bumped his head.
Then he got up and..?
 
At this point they are all making dragon sounds. 
S: Then he got up and started flying because he's so strong. He doesn't get hurt. 

F: okay so how about,
5 little dragons flying in the sky,
One fell off and bumped his head.
He got up and said "Arrrrrrrrr"

They all were strong dragons at this point, enacting the whole thing out, screaming "arrrrrr"... 

F: And then? 
Collectively: He flew to the sky. 
F: Awesome! 

'Opened his wings and flew back to the sky!'
F: Does that sound okay?

S: YES!!!
F: Let's do it then!

The new song is as follows:

5 little dragons flying in the sky,
One fell off and bumped his head.
He got up and said "Arrrrrrrrr"
Opened his wings and flew back to the sky!

4 little dragons flying in the sky,
One fell off and bumped his head.
He got up and said "Arrrrrrrrr"
Opened his wings and flew back to the sky!

3 little dragons flying in the sky,
One fell off and bumped his head.
He got up and said "Arrrrrrrrr"
Opened his wings and flew back to the sky!

2 little dragons flying in the sky,
One fell off and bumped his head.
He got up and said "Arrrrrrrrr"
Opened his wings and flew back to the sky!

1 little dragon flying in the sky,
One fell off and bumped his head.
He got up and said "Arrrrrrrrr"
Opened his wings and flew back to the sky!

They loved this new rhyme that they co-created and have been pretending to be dragons ever since. They had to be brought back to reality by calling their names to shake the dragons off and come back to class again as themselves. 

Magic arrives and manifests when children are left to be themselves in the class. They truly become co-creators of their own learning, and enjoy the whole show. There was no facilitator in the class at that point, just a bunch of curious individuals who love to learn together!

"Ma'am, we were looking for blue. We wanted to show you", says Aaditya and starts pointing out different shades of blue on his clothes, during the morning Circle Time in Sparkling Mindz Global Preschool.
All his 3 and 4 year old classmates get inspired by this and start running around, spotting all shades of blue. 
"Sky is dark blue ma'am", says Karthik by pointing at the worksheet he had taken home to colour. 
This goes on for a while until the facilitator asks," Are they all the same blue?", and they collectively agree that they are all different shades. 
"Why are they all different shades?", asks the facilitator again. 
"Because somebody likes different different colours", says Hasini with a lot of thought, and everybody agrees. 

"How can we make different shades?", asks facilitator.
Children came up with different combinations of colours such as mixing yellow, green and blue, red and blue, etc. to make dark blue and we agreed on experimenting post snacks. 
​
Here are the results: 
Siddharth tries to get green by using pink and black.

Aaditya comes running excitedly, pointing at his palms saying," Look, I made dark blue!!" It seemed like a lighter shade instead. 
"How did you make this colour?", asked the facilitator to which he responds, "I was mixing the colours and I washed my hand and mixed it" 

Abhijit mixes black with blue to try and get dark blue but black overpowers the little blue he had put. With a proud expression he told us that he's made dark blue!
"Hello guys!!", comes in Karthik with a victorious expression and clean hands, after making light blue by mixing blue and silver.
Anya finds her palms full of blue, "Wow", shows Hasini and wonders at how she arrived at that colour on her palms while Atharva mixes all the colours together and paints all over the chart.
"Hey! I got orange in this!!", screams an excited and surprised Avyan. When asked how he got that, he gives an expression of pondering how he arrived at that colour so he was left to his thoughts to reflect more. After a while he comes and says, "I made Iron Man colours - dark red and light yellow ma'am", and moved on to wash his hands.
"I painted blue at the back and golden in the front"', says Tanmayi when asked what she was painting.

Post this, their experiments were hung up on the wall with annotations, which they are always excited to look at with pride. In their eyes, they see perfection and learnings that they will talk about for a long time, and giving them the chances to experiment their thoughts bring in more questions, more curiosity, more wonder.


Children then went on a colour exploration on another day by mixing the primary colours (red, blue and yellow) in a bowl in the water with ink droppers. A wide variety of colours came in through :
"Look, Purple!", screamed Aaditya with excitement.
"I made Pink ma'am", calmly said Hasini with pride in her eyes.
"Mine is Red", replied Anya to Hasini.


They then asked for various other colours such as white, black, green etc.

Aaditya took white and black, and mixed them together to make "Purple!", he exclaimed, which he later changed to "Gray, ma'am."


Around this time, Avyan came in with a bucket, walking around collecting all the experimented coloured water in to clean up and they all cleaned up.

The next day was a Friday Connect where the whole school came together to do activities together. To take their experiments a step further, they were all given natural materials to make colours with: turmeric powder, coriander leaves, coffee powder, milk, tomatoes.

They started with attempting to get red colour out of the tomato pieces they were given.
"This is pink ma'am", said Tanya.

Then coffee powder made their papers brown. And when milk was given after they tried to get brown colour with coffee powder, Jordan goes," Ma'am, it smells so nice! Can I drink this?" and took a long breath to breathe it all in experiencing the freshness, Anagha follows.
​
Coriander leaves brought in a bit of a struggle as they were trying to squeeze to get the juice out. Some of them threw it to the side of the paper while some of them tried to stick it on their papers. When failed to stick, they moved on to playing with turmeric, making all of their papers and hands as yellow as the sun even after multiple attempts at washing them. It was already time to go home and some left with an unsatisfactory face as they couldn't experiment and make colours with the purple grapes that were put out in the front, but satisfied for having painted all over their papers in such amazing hues and shades of all sorts of colours with all sorts of things.

The end products were:

• Yellow hands
• Smelling like coffee
• Mostly torn papers due to overuse of watery substances and repeated scraping with tomatoes
• Wonder on why they couldn't get the colour green with the coriander leaves
• Slightly overwhelmed with the yellow colour of the turmeric
• Lots and lots of fun
• Understanding that colours come not just in paint boxes
• Trials and errors towards producing certain colours

Next week they read 'Mix It Up' book together to have a visual experience of mixing the primary colours and closed the mixing games and activities for the year aiming towards raising a generation that never stops to wonder or get inspired!  


Contributed by Sruthy Krishna, Learning Facilitator at Sparkling Mindz Global Preschool.